Reimagining a Mantle of the Expert Viva Voce

Reimagining a ‘Mantle of the Expert’ Viva Voce for the Zoom environment DR JANET DUTTON Lecturer in Secondary English, Course Director Master of Teaching (Primary & Secondary) Macquarie School of Education | Faculty of Arts | https: //researchers. mq. edu. au/en/persons/janet-dutton

Context YEAR 1 MASTER OF TEACHING (PRIMARY & SECONDARY) Introductory core unit • • Educational perspectives: theory and practice Classroom management Reflexivity Professional identity formation Image 3 hour /week interactive on campus tutorials Modelled classroom practice 80 students Janet Dutton | School of Education Last day on campus. Learning to learn remotely 2

The task: Before and after EDST 8200 INTRODUCTION TO PROFESSIONAL PRACTICE AND RESEARCH Post COVID-19 modifications Pre COVID-19 Viva Voce • Professional conversation • Roles: Classroom teacher (student) and Principal (unit tutor) • Marker posing questions on classroom management & • Multimodal theories • Viva voce questions released with task • Face to face dialogue in staff offices • Open book with notes as desired • Spoken mode only • • Questions given 30 minutes prior to task to allow preparation. Length: Weighting: 15 minutes 30% Janet Dutton | School of Education Zoom meeting ‘MANTLE OF THE EXPERT’ SCENARIO BASED TASK 3

Rationale Shift to Zoom and ‘Mantle of the expert’ ‘Mantle of the Expert’ teaching system 01 1 • Student at centre of learning • Create conditions whereby a mantle of leadership, knowledge, competency and understanding grows around the student during the task (Aitken, 2014, Heathcote & Bolton, 1994; Heathcote & Herbert, 1985). Authentic settings 02 • • Shape authentic educational setting Loss of onsite school visits Integrated ICT 04 • • • Skills in web conferencing Preparation for remote teaching during teaching placement. Effective PP/visual/multimodal resources. 2 3 4 Creative pedagogy 03 • Drama based pedagogy • Preparation for classroom practice (Dutton & Rushton, 2018).

1. Professional dialogue in educational scenario SCAFFOLDING USE OF TERMINOLOGY TO AID SENSE MAKING (VYGOTSKY, 1962) Janet Dutton | School of Education 5

2. Reflexivity in role ANTICIPATORY REFLECTION (CONWAY, 2001) Janet Dutton | School of Education 6

3. Transition to teaching ASSUMING MANTLE OF THE EXPERT (HEATHCOTE & BOLTON, 1994) Janet Dutton | School of Education 7

Why will we keep the task? QUALITY GAINS IN TASK ORGANISATION AND MARKING PROCESS 1. Zoom recording links – streamlined marking moderation and future access to videos 2. Transcript supported marking benchmarking and moderation processes 3. Marker reflexivity: Peer review of marker questions during pilot marking phase, standards checking and post-task supported 4. Self-managed student Zoom booking system: enhanced student agency and organisational skills relevant to l practice Janet Dutton | School of Education 8

Task conditions 1. Professional, focused context for educational scenario 2. Multimodality: students managed multiple modes as per classroom contexts 3. Confident users of web based technology for remote learning/planning 4. Transcript/video supported student reflexivity post task 5. Student feedback “I actually felt like a teacher. ” “I can’t believe how much I enjoyed this task. It really made me flick the switch from being a student to being a teacher. ” “When I got my feedback I could look back at what I had said. ” Janet Dutton | School of Education 9

Permissions Student permission was received for use of images and transcripts Janet Dutton | School of Education 10

References Aitken, V. (2013). Dorothy Heathcote’s Mantle of the Expert Approach to Teaching and Learning: A brief introduction. In Deborah Fraser et. al Connecting Curriculum Linking Learning, NZCER Press. Conway, P. (2001). Anticipatory reflection while learning to teach: from a temporally truncated to a temporally distributed model of reflection in teacher education. Teaching and Teacher Education, 17(1), 89 -106. https: //doi. org/10. 1016/S 0742 -051 X(00)00040 -8 Heathcote, D. & Herbert, P. (1985). A Drama of Learning: Mantle of the Expert, Theory into Practice, 24(30), 173 -180. Liu, C. , & Matthews, R. (2005). Vygotsky’s philosophy: Constructivism and its criticisms examined. International Educational Journal, 6(3), 386 -399 Janet Dutton | School of Education 11